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The range of early childhood contexts is broad and beginning educators would be advantaged by knowledge relating to the variety of early childhood services. Early childhood educators also require knowledge of effective professional practices and leadership and management skills that will enable them to meet differing requirements across the sector. Awareness of current issues and trends in the early childhood field would enable early childhood professionals to make informed choices in adapting to changing policy environments and undertaking advocacy for young children and parents and carers. Understanding engagement in continued professional learning as an approach to improve effective professional practice is vital.

This course will introduce beginning early childhood educators to the theory and practices associated with effective professional practice, leadership and management. It will incorporate practical skills for early childhood educators working with staff and the community, responding to policy change and maintaining procedures which reflect current legal and ethical requirements. Pre-service educators will engage with research as a source of professional learning and collaborate as a collegial team to develop their understandings of issues relating to current trends that will impact their future roles as practitioners in early childhood contexts. Pre-service educators will develop strategies for community advocacy regarding early childhood issues, and seek effective ways in which they may lead important conversations.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. apply a theoretical lens to the early childhood profession in relation to ethics, conduct and legislative responsibilities in early childhood contexts (APST 1.6, 7.1, 7.2);
2. critically reflect upon the role of leader in developing, enacting and renewing administrative systems and organisational policies and process (4.4, 4.5, 7.2);
3. critically reflect on the role of interagency and professional collaborations in providing constructive feedback, informing decision making, educator self-efficacy and supporting the leadership and management of early years contexts (APST 7.4);
4. critically reflect upon the rationale for, and impact of theoretical knowledge and application of the APSTs and the National Quality Standard on continued professional learning and implications for improved student learning (APST 6.1, 6.4);
5. examine the relevance, appropriateness and effectiveness of professional organisations that advocate on behalf of young children as a source of professional learning (APST 6.2, 7.4);